Abstract
ABSTRACT Background: In the constantly changing field of medical education, it is imperative for educators to adopt newer methods of teaching-learning. Flipped classroom [FC] is a student-centric method where the students gain knowledge outside the classroom with class time being used for application of knowledge. There is paucity of data about the use of FC’s for teaching pathology. Materials and Methods: Two batches of MBBS Phase II students were enrolled. The first batch underwent a flipped classroom. Students were given pre-class material followed by in-class activities like case scenarios to prompt in-depth discussion. Feedback was collected about the flipped class. Another batch of MBBS students was subjected to conventional classroom teaching. Both batches were administered pre- and post-tests. Results: In the flipped class, the mean post-test score was higher by 2.26 ± 3.11 and this value was statistically significant. There was a statistically significant increase in number of students acquiring A or B grade. A greater number of students got upgraded to A grade in post-test after attending flipped class as compared to conventional class. 50.6% students felt that flipped class helped in understanding key concepts. Conclusion: Flipped classrooms are a unique and student-centric method of teaching where the role of a teacher shifts from being a “Sage on the stage” to a “Guide on the Side.” Strategic planning on the part of the instructors and adequate preparation on the part of the students is vital. Flipped classroom had a more positive influence on high achievers.
Published Version
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